Assignment fluency strategies | Education homework help


 

Review “Case Studies: Focusing on Fluency Strategies.”

For each case scenario, write a separate 250-500 word analysis that:

  1. States the academic goal for the case study student.
  2. Identifies an approach to build fluency skills for reading based on the needs of the student in the case study.
  3. Describes how you would implement the approach, including the number of sessions and length of time required for the sessions.
  4. Justifies why that approach is beneficial for the student and provides a rationale for the amount of sessions and time needed for the activities.

Support your decisions for each case study with at least one scholarly resource.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.



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Benchmark – english language arts unit plan | methods and strategies for teaching english language arts


 

In planning and instructing ELA content, it is important to be able to create a cohesive unit that encompasses various aspects of ELA including reading, writing, speaking, viewing, listening, and thinking skills. 

Part 1: Unit Plan

For this benchmark, you will choose one of the three lesson plans you created in this course to build a weeklong unit plan. Complete the “ELA Unit Plan” template to prepare a weeklong English language arts unit plan. Utilize any previously received feedback from your instructor to modify and adjust instruction to meet the diverse needs of “Class Profile” students.

For the ELA unit plan, include the following components.

  • Lesson title
  • Alignment to ELA state standards
  • Learning objectives
  • Instructional strategies
  • Summary of instruction
  • Differentiation
  • Materials, resources, and technology
  • Formative and summative assessments

The unit plan must focus on integrating the following elements.

  1. Learning activities and instruction integrating ELA concepts on reading, writing, speaking, viewing, listening, and thinking skills that helps students apply skills to various situations, materials, and ideas.
  2. Differentiation activities based on the various cognitive, linguistic, social, emotional, and physical developmental needs of students in the “Class Profile.”
  3. Communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness.
  4. Formative and summative assessments to modify, adjust, and strengthen instruction.

Part 2: Reflection

In 250-500 words, summarize and reflect on the process of creating a unit plan in English language arts. How does your unit plan help students successfully apply their developing skills to different situations, materials, and ideas? What challenges did you face when trying to meet the developmental needs of all students? How can family and community support the instruction and selected instructional strategies?



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Evaluating and locating evidence-based strategies


  

As you have read in the Instructor Guidance for this week, evidence-based strategies (EBP) strategies are essential to effective instruction in special education. In this discussion, you will explore EBP strategies in your area of focus and share information with Mr. Franklin.

 
08/03/2021 – UAGC Graduate

ESE668: EVIDENCE-BASED INSTRUCTIONAL METHODS FOR STUDENTS WITH MILD TO MODERATE DISABILITIES

Instructor GuidanceWeek 3

Welcome to Week 3 of ESE 668: Evidence-Based Instructional Methods for Students with Mild to Moderate Disabilities. Please be sure to review the Week 3 homepage for this course to see:

  • The specific learning outcomes for the week.
  • The schedule overview.
  • The required and recommended resources.
  • The introduction to the week.
  • A listing of the assessments.

Next, be sure to read this entire Instructor Guidance page.

Overview

Our previous Weeks 1 and 2 examined the way in which evidence-based assessment in academic skills, strengths and needs, and cultural influences provide a clear picture of where a student is functioning and what goals and skills need to be targeted for instruction. This week you will begin evaluating how to identify EBP strategies, as well as sources for locating EBP strategies for instruction.

Intellectual Elaboration

Selecting Instructional Strategies: Determining What Works

The next step in our cycle of assessment-driven instruction is the selection of EBP strategies for instruction. In your reading and resources this week, you will find the parameters under which we use to consider a strategy “evidence-based”. Please be sure to review all these resources to explore the best practice guidelines of the Council for Exceptional Children (CEC), as well as other in the field, for determining what makes an instructional practice strategy EBP.

Killian has summarized a body of research to share some of the characteristics a strategy should contain to be considered EBP in this online article and chart (n.d.) (Links to an external site.)

Locating Evidence-Based Practice Strategies

So now that we have clearer picture of what we are looking for in EBP instructional strategies, you might be asking yourself:

Where do I find EBP strategies for instructional methods?

The first place to look is the What Works Clearninghouse (Links to an external site.) developed by the Institute of Education Sciences and provided through the U.S. Department of Education. You will have a chance to explore the WWC in detail this week for your discussions and assignment this week. The WWC could be a source to either find a strategy for a skill you want to teach or determine if a strategy you are using is EBP.

If you have a strategy that you have learned about or are already using, but you are not sure whether it is EBP, use the resources you have learned and the guidelines set forth by either the CEC or the WWC to determine whether the strategy meets the criteria.

You might also select to research strategies that have been found effective and EBP for students that have specific disabilities. Here are some recommended examples:

Closing Remarks

It is especially important to plan for using EBP interventions, not only for legal requirements, but also because this is our best practice implementation for student success. Knowing how to identify what qualifies as EBP and knowing where to locate these strategies is an essential skill. Educators should be using what works for students, and identifying EBP strategies is a way to efficiently and effectively provide students with education to meet their needs and optimize successful outcomes.

Assessment Guidance

This section includes additional specific assistance for excelling in the discussions and assignment for Week 3 beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week 3, contact your instructor using the Ask Your Instructor discussion before the due date.

Discussion 1: Evaluating & Locating Evidence-Based Strategies

In your discussion this week, you will explore a resource for locating evidence-based instructional strategies. You will explore the What Works Clearinghouse (WWC) and then identify and summarize an instructional strategy that could be used in the classroom.   
 

Assignment: Including Evidence-Based Strategies and Supports in IEP Development

The assignment this week assesses your ability to summarize and interpret EBP strategies in special education. Specifically, you will describe the importance of EBP and identify specific strategies, reflecting on their use in special education.

Initial Post: Post an initial response that addresses the following areas using the discussion board forum:

Access the What Works Clearinghouse (Links to an external site.) to find “What Works Based on the Evidence?” Explore the sources available to familiarize yourself with the site. Then, navigate to topics that work for children and youth with disabilities. You may select specific grade levels at this point and/or add parameters or filters for specific content areas (e.g., behavior, literacy, etc.). Select one EBP strategy listed to review and construct a summary for Mr. Franklin that could be used with one or more of the students in his classroom. Include the strategy, list the content areas you searched to find it, and provide two details as to why it is considered EBP.



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Reading strategies and annotated reference list assignment


Using your preferred reading strategy, read through three articles you plan to use as references in your Expository Essay. You will then complete the assignment, which in return, will also help you prepare citations for you to include within your essay.

  1. Review the Topic 2 readings and resources.
  2. Access and complete the “Annotated Reference List” worksheet.

Submit the completed assignment to the final assignment dropbox by the end of Topic 2 (Sunday, by 11:59pm, Arizona Time).

AttachmentsUNV104 T2 AnnotatedReferenceList.docx 



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Teaching strategies for diverse learners essay instructions


  This essay should include at least four scholarly resources published within the past five years. An APA 7 formatted resource list should be included in the essay.  

1200 WORDS APA 7 

Overview

Classrooms are filled with students from diverse backgrounds with various ability levels. It is essential for educators to embrace the diversity among their students through the examination of instructional strategies. This assignment will allow you to investigate strategies for teaching students with specific academic and emotional needs. You will have an opportunity to consider how all these strategies can be used at the same time in order to meet the needs of all students. 

Instructions

For this assignment, you will write a 1,200-word research-based essay that describes a plan for teaching a diverse class how to view, interpret, analyze, or represent information from a learning standard selected from your endorsement area and grade band. 

· If you are pursuing the MAT in elementary education, you may select a standard from any one of the four core subject areas (English, Math, Science, Social Studies) in grades K-5.

· If you are pursuing the MAT in middle grades education, you may select a standard from your endorsement area in grades 6-8.

· If you are pursuing the MAT in secondary education, you may select a standard from your endorsement area in grades 9-12. 

For example, a student in the MAT Elementary Education program might select Virginia Math Standard 3.7b – The student will estimate and use U.S customary and metric units to measure liquid volume in cups, pints, quarts, gallons, and liters, and then explain how representation will be used to help students understand the relationship between each unit of measurement. 

You must select a standard from the Virginia Standards of Learning for this assignment. You may not use standards from any other state. The Virginia Standards of Learning can be accessed at this website: http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml

You will present research-based strategies for teaching your chosen standard to students from the following groups; gifted learners, struggling learners, English language learners (ELL), and students who have been impacted by trauma. 

Your essay should be organized into the following sections: 

Instructional Overview – In this part of the essay you will describe your class (grade level, number of students, school characteristics, etc.), the standard you have chosen to teach (copy the entire standard into the essay), and how you plan to integrate viewing, interpreting, analyzing, or representing information from the standard into your instruction. This part of the essay is an overview that will provide the background necessary to prepare readers for the detailed instructional strategies presented in subsequent sections of the essay. 

Gifted Learners – In this part of the essay you will describe at least two research-based strategies for teaching gifted learners. The description of these strategies must be aligned with your chosen standard and the integration of viewing, interpreting, analyzing, or representing information. This part of the essay should also include a brief description of gifted learners and some of the characteristics of gifted learners.

Struggling Learners – In this part of the essay you will describe at least two research-based strategies for teaching learners who struggle with academic content. The description of these strategies must be aligned with your chosen standard and the integration of viewing, interpreting, analyzing, or representing information. This part of the essay should also include a brief description of struggling learners and some of the characteristics of struggling learners.

English Language Learners – In this part of the essay you will describe at least two research-based strategies for teaching English language learners. The description of these strategies must be aligned with your chosen standard and the integration of viewing, interpreting, analyzing, or representing information. This part of the essay should also include a brief description of English language learners and some of the characteristics of English language learners.

Students Impacted by Trauma – In this part of the essay you will describe at least two research-based strategies for teaching students impacted by trauma. The description of these strategies must be aligned with your chosen standard and the integration of viewing, interpreting, analyzing, or representing information. This part of the essay should also include a brief description of the impact of trauma on students and some of the characteristics of students who have been impacted by trauma.

Conclusion – In this part of the essay you will summarize the strategies shared throughout the essay and discuss how a teacher might incorporate several of these strategies into one lesson through differentiation. Consider small groups, learning stations/centers, differentiated assignments, and other strategies. Use research to support your differentiation strategies. 

This essay should include at least four scholarly resources published within the past five years. An APA 7 formatted resource list should be included in the essay. 



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Mathematics technology presentation | methods and strategies for teaching mathematics


 

A major component of being a teacher is the collaboration with the other teachers in your grade level to share ideas, resources, and learning activities in order to enhance instruction and meet the diverse needs of students.

For this assignment, create a 7-10 slide digital presentation professional development, for your peers, highlighting two forms of technology that can be used to enhance math instruction.

Include a title slide, reference slide, and presenter’s notes.

For each form of technology, include the following components:

  • A detailed description and how the technology works to engage students and enhance math instruction
  • A rationale for the benefits of using the technological tools to facilitate the creation or transfer of knowledge and skills
  • The safety precautions including the safe, legal, and ethical use of technology both at home and at school.
  • Description of how each form of technology can be used to support collaboration with families, students, and school personnel.
  • Description of how each form of technology engages students in collaboration with others in face-to-face or virtual environments

Support your findings with a minimum of three scholarly resources.



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clinical field experience b: mathematical pre-assessment | methods and strategies for teaching mathematics


 

Allocate at least 4 hours in the field to support this field experience.

Part 1: Pre-assessment and Implementation

Follow these steps for this week’s field experience:

  1. From your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning.
  2. With this information, complete the “Math Pre-Assessment” where you develop a pre-assessment in the math content area that aligns to the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify ho well selected students know the concept and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs.
  3. Share the pre-assessment with your mentor teacher and ask for his or her feedback.
  4. Administer the pre-assessment that you created with the selected group of students and use the data to prepare for Clinical Field Experience C.

Part 2: Reflection

In 250-500 words, summarize and reflect on your field experience and the steps you took to identify students for the pre-assessment. Consider:

  1. How did the pre-assessment provide data to determine the learning gaps and needs of students?
  2. What challenges did you face when developing and delivering the pre-assessment?
  3. Explain how you will use your findings in your future professional practice.



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Instructional strategies for children with special needs


Choose three instructional strategies, using the attached document and journal articles, that you like and have either used or plan to use in the future. Explain the strategy, how it is used (how you used it if applicable), and for what populations this would be most beneficial. 

The answer must be at least 400 words in the original thread with an in-text citation (f 



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Clinical field experience a: literacy assessment and framework | methods and strategies for teaching english language arts


 

Allocate at least 3 hours in the field to complete this field experience.

Part 1: Observation and Collaboration

Observe a grade K-3 certified general education classroom during English Language Arts instruction and then interview and collaborate with your mentor teacher about literacy assessment and developing a successful literacy framework.

Take notes during your interview and with your mentor teacher discuss the following:

  1. Which literacy assessments have proved to be successful in identifying student needs? How were these assessments chosen?
  2. What data collection methods are used to track and monitor student progress?
  3. How does assessment data drive curriculum and the literacy framework?
  4. What steps are taken to develop a literacy framework that meets the needs of all students?
  5. What does a comprehensive literacy framework include?
  6. What technology tools are used to focus on continuous and effective data?
  7. How is data information shared with students and students’ families?
  8. What does a typical literacy block of instruction include?
  9. How are the cognitive, emotional, social, and developmental needs of students factored into instruction choices?
  10. What steps are taken to monitor and adjust curriculum based on student needs
  11. What technology tools are utilized in the classroom to reinforce and develop literacy curricular concepts outlined in the literacy framework?

Ask additional and follow-up questions as appropriate.

With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. Obtain from your mentor teacher the unit and standards the class is currently learning, in order to prepare for future clinical field experience assignments.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

Part 2: Reflection

In 250-500 words, summarize and reflect upon your observations of literacy instruction and assessment, explaining how you will use your findings in your future professional practice. Include a summary of interview and discussion with mentor teacher detailing literacy in the classroom and how it is instructed, assessed, and developed to meet the diverse needs of students.

Submit a summary of the interview/discussion and reflection as one deliverable.



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Strategies for positive behavior | Education homework help


 

Scenario: Steven’s Behavior

Three-year-old Steven loves the block area. The educators, Ms. Barbara and Mr. Jason, change the materials bimonthly. Cars, farm animals, community helpers, and dinosaurs are some of the topics and materials that have been incorporated into the Block Center. Steven is excited about each one. He sits on the carpet with his Center Card and anxiously waits to be released to Center Time. When his name is called, Steven rushes to the block area. Steven is happy when he places his Center Card in one of the four available spots. While in the Block Center, he interacts, shares, and cooperates with peers. However, when it is time to transition to Bathroom and Handwashing, Steven refuses to clean up the materials. He folds his arms, stomps, and says, “NO, I don’t want to!” He pushes any peers that are near him.

Some days, Steven does not get his Center Card in place before his peers, and the Block Center is full. Steven stomps, yells, and tries to replace a peer’s card with his own. Recently, he began to push peers out of the block center in an attempt to make room for himself.

Assess Steven’s behavior in the scenario and write a report on your assessment.

  1. Choose two direct guidance strategies to respond to Steven’s behavior when he needs to transition from blocks.
  2. Choose two direct guidance strategies to respond to Steven’s behavior when he does not achieve a spot in the Block Center.
  3. Guidance strategies should NOT include closing the Block Center.
  4. For each guidance strategy, address the following:
  5. What will the educators do and say before, during, and after guidance strategy implementation?
  6. What are the expected results of the guidance strategy?
  7. What are Steven’s possible reactions after two weeks of guidance strategy implementation?
  8. What will the educators do next?

Guidance strategies need to be supported by a minimum of 3 credible resources. Use in-text citations where appropriate.

Your submission should be 3-5 pages of written content. Be sure to proofread your work for grammar, spelling, and punctuation. Include an APA formatted title page and reference page.



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